Global Education in the EFL Classroom at Grammar Schools in NRW. Textbook "Green Line"

Table of Contents

1. Introduction

2. Theoretical Framework

2.1 The Concept of Intercultural Communicative Competence (ICC)

2.2 English as a Global Language and Global Education

3. Educational Requirements for Grammar Schools in NRW

3.1 Kernlehrplan für die Sekundarstufe I an Gymnasien

3.2 Case Study: The Sophie-Scholl-Gymnasium Oberhausen (SSG)

4. Analysing Educational Material: Green Line 03 NRW

4.1 Unit 1: Find your place

4.2 Unit 2: Let´s go to Scotland!

4.3 Unit 3: What was it like?

4.4 Unit 4: On the move

4.5 Across cultures

5. Critical Discussion and Conclusion

Research Objectives and Topics

This thesis examines the extent to which the concepts of Intercultural Communicative Competence (ICC) and Global Education are integrated into the "Green Line 03 G9" textbook used in North Rhine-Westphalia (NRW). It evaluates whether the learning materials align with state curriculum requirements to foster responsible "world citizens" and proficient intercultural communicators.

• Theoretical foundations of ICC and Global Education
• Educational policy requirements for EFL in NRW grammar schools
• Systematic analysis of "Green Line 03 NRW" content and tasks
• Evaluation of intercultural competence acquisition
• Assessment of methods for integrating global issues

Excerpt from the Book

Summary of Chapters

1. Introduction: Presents the relevance of English as a global language and defines the study’s aim to evaluate ICC and Global Education in the "Green Line" textbook.

2. Theoretical Framework: Outlines Michael Byram's ICC model and the concepts of Global Education and English as a Lingua Franca as the basis for the analysis.

3. Educational Requirements for Grammar Schools in NRW: Analyzes the state's *Kernlehrplan* and the internal curriculum of the Sophie-Scholl-Gymnasium to define the mandatory educational goals for EFL.

4. Analysing Educational Material: Green Line 03 NRW: Provides an in-depth evaluation of the textbook's units and "Across Cultures" segments regarding their implementation of ICC and global awareness.

5. Critical Discussion and Conclusion: Synthesizes the findings, noting that while the textbook offers a solid framework, it lacks significant depth in critical cultural awareness and requires supplementary materials to meet educational standards.

Keywords

Intercultural Communicative Competence, ICC, Global Education, EFL, Green Line, North Rhine-Westphalia, Byram, Global Englishes, Language Teaching, Curriculum Analysis, Cultural Awareness, Lingua Franca, Textbook Evaluation, Education, Multilingualism

Frequently Asked Questions

What is the core focus of this paper?

The paper investigates how effectively the seventh-grade textbook "Green Line 03 G9" integrates concepts of Intercultural Communicative Competence (ICC) and Global Education into EFL classrooms in NRW.

What are the primary areas of study within the textbook?

The study centers on the textbook's four main units and its "Across Cultures" micro-units, examining how they address personality, history, travel, and cultural behavior.

What is the central research question?

The research asks to what extent ICC and Global Education are represented in learning materials and whether these materials fulfill the goals set by the state's core curriculum.

Which scientific framework is used?

The author primarily utilizes Michael Byram’s model of Intercultural Communicative Competence (1997) as the theoretical standard for analysis.

What is the main finding regarding the textbook's content?

The analysis finds that the textbook provides a good foundation but suffers from incomplete execution, particularly in failing to teach critical cultural awareness and relying on stereotypical representations.

Which keywords best describe this research?

Key terms include ICC, Global Education, Green Line, EFL, Curriculum Analysis, and Intercultural Communicative Competence.

Why is the Sophie-Scholl-Gymnasium (SSG) included?

The school serves as an exemplary case study to demonstrate how an internal school curriculum implements the state mandates using this specific textbook.

How does the author evaluate the "Across cultures" segments?

These are rated as strong points because they provide useful behavioral guidelines, although the author suggests they should be more specific to different regions of the UK rather than generalized.